The Use of Precision Teaching as an Intervention for Improving the Skill Acquisition of Children with Autism

Autor/in	Mannion, Lydia
Titel	The Use of Precision Teaching as an Intervention for Improving the Skill Acquisition of Children with Autism
Quelle	In: Educational Psychology in Practice, 38 (2022) 1, S.57-74 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-7363
DOI	10.1080/02667363.2022.2033956
Schlagwörter	Teaching Methods; Students with Disabilities; Autism; Pervasive Developmental Disorders; Skill Development; Student Behavior; Intervention; Emotional Response; Story Telling; Sight Method; Psychomotor Skills; Reading Fluency; Word Recognition; Educational Psychology; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Autismus; Kompetenzentwicklung; Qualifikationsentwicklung; Student behaviour; Schülerverhalten; Emotionales Verhalten; Look-and-say method; Ganzheitsmethode; Psychomotorische Aktivität; Worterkennung; Erziehungspsychologie; Pädagogische Psychologie; Unterrichtserfolg
Abstract	This paper evaluates literature surrounding the effectiveness of Precision Teaching (PT) for improving the skill acquisition of children with autism. PT's aim is the attainment of behavioural fluency across educational and social contexts, as well as potentiality to enhance the learning of pupils with autism. This review evaluates the existing literature in which PT interventions have been implemented to improve the skill acquisition of children with autism. Relevant inclusion and exclusion criteria include: peer-reviewed articles written in English after 2005, participants being children aged two to 12 with a diagnosis of autism; and PT used as an intervention to improve performance of a directly observable skill with use of pre- and post-intervention data. Results indicated that PT may effectively increase a variety of component skills for children with autism; including emotion identification, storytelling, sight word reading, foundational motor skills, and intraverbal responding. Recommendations for teaching and learning for children with autism and implications for educational psychology practice are posited. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01